Hong Kong case study Mary James

High performing jurisdiction PISA results for 15 year olds: mean scores and rank Reading Mathematics Science Mean Rank 2015 527 2 548 523 9 2012 545 561 3 555 2009 533 4 546

If it ain’t broke, why fix it?

Identified challenges Creating breadth and balance in the curriculum for development of the whole person in 21st Century - knowledge, skills and attitudes Creating multiple pathways into HE and adult life – academic and vocational and mixes of both Promoting critical and creative thinking and a humanistic mindset Promoting pedagogical change – away from so much direct teaching, rote learning, drilling for tests Catering for increasing student diversity Promoting assessment for/as learning in a competitive environment

Ten year educational reform programme: 2002-2012 Central Aims: To promote all-round (whole person) development To promote lifelong learning to meet the needs of life and work in 21st Century The whole programme is known as Learning to Learn (its continuing renewal phase is Learning to Learn 2.0)

Reform management Direction set by the Education Commission (EC) HKSAR Legislative Council (LegCO) committed funds Blueprint for reform set out by the Curriculum Development Council. CDC also monitored throughout e.g. approving curriculum guides Managed by the Education Bureau (EDB) led by the Sec. for Education but with day-to-day management devolved to Deputy Sec for Curriculum and Quality Assurance. EDB communicated, consulted, collaborated, negotiated with: Heads of Universities Committee HK Examinations and Assessment Authority (HKEAA) Curriculum Development Institute (CDI) Quality Assurance Division (inspectors) Text book and other resource producers Teacher Educators (initial and continuing) including teachers seconded to the EDB School Principals and Teachers’ unions Employers Parents and students Mainland and overseas agencies Press and media Whole school development (all Principals had 4-day training)

3 main elements of reform New Academic Structure (NAS) (Secondary to Tertiary) New curriculum – introduced progressively: Basic Education (5-14) – 2002 onwards New Senior Secondary (NSS) (15-17) – 2009 onwards Hong Kong Diploma in Secondary Education (HKDSE) (17) – first award in 2012

Previous & New Academic Structures Previous Structure (“3+2+2+3”) New Structure (“3+3+4”) 3-Year Undergraduate Degree 4-Year Undergraduate Degree HKALE Secondary 7 New public examination leading to HKDSE Secondary 6 Senior Secondary 3 HKCEE 2011/12 Secondary 5 Senior Secondary 2 Secondary 4 Senior Secondary 1 Secondary 3 Secondary 3 Secondary 2 Secondary 2 Secondary 1 Secondary 1 2006/07

Hong Kong School Curriculum PE Tech Arts Other Learning Experiences Chi Eng Math PSHE Sci NSS S1-3 Liberal Studies 2-3 Elective Subjects Primary General Key Learning Areas

HKDSE- a profile of achievements and experiences Three categories: A: Standards referenced reporting, on a scale of 1-5**, of examination results in 4 core and 2 to 4 elective subjects. (Level 5 is equivalent to grade A at A Level; 5** exceeds A*) B: Moderated assessments in Applied Learning (vocational) subjects); two levels ‘Attained’ and ‘Attained with distinction’ (latter equivalent to Level 3 above) C: Other languages assessed by CIE, graded A to E as in AS level Other Learning Experiences (moral, civic, career, community, aesthetic, physical) are recorded in a Student Learning Profile.

University admission requirements 3-3-2-2 Levels profile the minimum entrance requirement for undergraduate programmes in HK i.e. Level 3 for Chinese Language and English Language, and Level 2 for Mathematics and Liberal Studies (the Core subjects) Individual institutions then decide level required in other elective subjects Associate Degrees and Higher Diplomas accept Level 2 in five HKDSE subjects, including Chinese and English

Impact of the reforms

Increased access and performance Numbers of students entered and ‘graduating’ with the HKDSE at 17 is double the number who graduated with HK A Level certificates at 18 under the old system. More than 85% of the first cohorts of school leavers through the new system progressed to further study with about 40% enrolled on undergraduate programmes. Note: the previous system was highly selective and only 30% proceeded to upper secondary education.

Impact on science subjects Although always popular, entries to single sciences have increased and the standard has been maintained. A much larger proportion of candidates now attain the highest grades Note: The HKEAA engaged in an extensive international benchmarking activity to assure standards of the new qualifications

Percentage high grades/levels in science subjects HKALE HKDSE ‘09 ‘10 ‘11 ‘12 ‘13 ‘14 ‘15 ‘16 ‘17 A 5 Bio 2.7 2.5 2.9 15.7 17.2 17.0 18.8 18.9 19.3 Ch 3,5 3.3 4.0 21.0 23.3 25.1 26.4 25.6 26.6 Phy 4.1 4.7 23.8 26.2 27.2 27.1 26.5 28.9

Causes for concern Gender-stereotyped choices of elective subjects persists STEM and ICT literacy still need more attention (possible cause for the dip in PISA science results) Liberal Studies is somewhat controversial (especially teaching of national identity) Workload and stress for teachers and students (spate of suicides in 2015-16) Cost of the reforms (20.3% of govt. expenditure committed in 2013 – compared with 12.95% in UK)

Lessons to be learned

Hong Kong’s experience It is possible to establish a broad and balanced SS curriculum without sacrificing excellence But this needs: A long term educational vision Continual renewal Professional development of teachers and resources Joined-up thinking and collaboration at system level Continuous and genuine consultation with stakeholders Protection from political interference once a path is agreed